A STUDY OF TEACHER EFFECTIVCENESS, OCCUPATIONAL

STRESS IN RELATION TO TOTAL QUALITY MANAGEMENT

A

SYNOPSIS

SUBMITTED TO

DAYALBAGH EDUCATIONAL INSTITUTE

(DEEMED UNIVERSITY)

For the partial fulfillment of the

Requirement for the Degree of

DOCTOR OF PHILOSOPHY

IN

EDUCATION

[ 2012 ]

Supervisor Researcher

Dr. Lajwanti Vimal Kumar

Associate Professor

Prof. Vibha Nigam Prof. Anand Pyari

Head Dean

Deptt. of Pedagogical Sciences Deptt. of Foundation

FACULTY OF EDUCATION

DAYALBAGH EDUCATIONAL INSTITUTE

(DEEMED UNIVERSITY), DAYALBAGH, AGRA

[ 1 ]

A STUDY OF TEACHER EFFECTIVCENESS, OCCUPATIONAL

STRESS IN RELATION TO TOTAL QUALITY MANAGEMENT

1. INTRODUCTION

Rapid change, global competition and smarter customers have

driven organizations to strive for excellence in all areas of organizational

operations. Indeed one of the most important development of recent years

is the renewed attention to the concept of ―quality‖; quality underwent

many changes from quality to quality control to quality assurance and

today it stands as Total Quality Management.

There are various well known definitions of quality. Crosby (1979)

defines quality as ―conformance to requirements‖ while Juran and Gryna

(1980) define quality as ―fitness for use‖. Deming (1986) defines as ―A

predictable degree of uniformity and dependability at low cost and suited

to the market‖. It is more toward quality in operation. Many organizations

found that the old definition of quality ―The degree of confidence to a

standard‖, was too narrow. Consequently they used a new definition of

quality in terms of ―customer focus‖.

In the context of higher education due to intangible nature of its

processes, there is a considerable discussion on the notions of educational

quality (Green 2004 and Harvey2005). Fincher (2004) describes how to

quality perspectives have evolved in education over the years by going

through a shift from experience to technique, style and finally to process.

Quality has a variety of meanings and its range of meanings does cause

[ 2 ]

confusion, as each individuals perception of quality differs

(shields 1999).

There are a number of researchers who have formulated

frameworks for quality improvements (Johnson 1993; Susan 1995).

These frameworks are entitled has Continuous Quality Improvement (CI),

Strategic Quality Management (SQM) or Total Quality Management

(TQM). There may be some differences among these approaches, the

term TQM has considered to be more general to capture the essence of

quality improvements.

Education is the ability to meet life‘s situation , it is character

building process, enhancing ones personality and making him/her

rational, capable responsive and intelligent. Twenty first century is

characterized by the emergence of multiculturalism due to

industrialization, urbanization, globalization and desecration in the family

system. It is described as the century of stress and strain. Since, education

is view as an instrument to develop the cognitive qualities, tolerance and

interesting of people, it should prepare the younger generation to

understand and face the realities of globalization. In this context, the

schools and the teachers have more responsibilities in molding the

character of the student. Thus, the role of the teacher in the society is vital

for its improvement.

Professional demands teacher to be innovative in their attitude,

flexible in their approach, always refreshing themselves with day to day

developments in their respective subject area. At the same time, they

should be. Capable of recognizing they value of human potentials,

[ 3 ]

understanding the diverse needs of learners and enrich the environment

for their growth. In essence, the dream of learning society in this

information age becomes real only when the teachers are able collaborate

with each other to accomplished the task, and, towards this end their

ability to communicate effectively becomes more critical than their

technical skills and capabilities .

Quality assurance in teacher education plays the central role in the

total quality management mission of the system. Quality assurance can be

ensured by its application in all parts of customers. The main focus is on

primary customers i.e. learners. Similarly equal attention need to be paid

on the total education system and slight deviation in any part of sub-

system will disturb the way of quality assurance.

A high quality teacher must possess these qualities to be more

effective

Commitment

Competence

Confidence

One framework has derived from Heneveld and Graig (1995),

OECD/INES (2001), Scheerens (2002) to define quality that can help is

shown figure 1. In this Input-Process-Output framework, the various

stakeholders in education (Learners, Parents, Teachers, Communities and

Government) and the various levels (Classroom, School, National policy)

find their places. The framework can guide a step by step assessment of

educational quality.

[ 4 ]

Figure : 1 Frame work for defining Quality in the system of Education

Source: Derived from Heneveld and Graig (1995), OECD/INES (2001), Scheerens (2002)

What kind of input is essential for the quality development of the learners?

Inputs for the schools:

1. Physical facilities

2. Teacher qualification, training commitments,

and morale

3. Efficient curricular supplements

4. Quality oriented learning

materials 5. Quality of text books and

morale support of the

schools to the students.

Inputs from the point of

view of the students

1. Proper nutrition and health status of the learners

2. Psychological

characteristics of the learners

3. Motivation and urge for

the attainment of the education

4. Participation in the ECCE

programmes

5. Gender sensibility

Inputs from the society or

society or societal

characteristics:

1. Community economic

and labour market

conditions 2. Parental attitudes for the

education

3. PCI and GNP 4. Cultural context and

religious factors

5. Social involvement in the

education

Contextual elements:

Politico-economic factors:

1. Macro economic and financial policies

2. Political stabilities and

attitude of the political parties for the educational

attainments

3. Decentralization and governance

characteristics

4. Quality of civil services in the countries;

What kind of the processing of the educational affair is necessary for the education?

Teaching/Learning conditions

of the education:

1. Active and student centred

learning methodology for the

students 2. Good learning times

3. Healthy learning experiences

4. Appropriate class size 5. Appropriate use of aids

6. Selective language

School climate for learning:

1. Powerful leadership

2. Positive teacher attitude for teaching

3. Safe and nourished

environments for the learners especially for the girls

4. Arrangement of proper

incentives for learning 5. Sufficient Flexibility and

autonomy

Contextual elements:

Educational commitments:

1. National goals and standard measures fort eh

quality education

2. Guidelines for the curriculum

3. Major sources of funding

and allocation of budgets 4. Teacher recruitment

policies

What kind of the outcomes are expected from a quality oriented system of education?

Achievement standards for qualitative schooling

Cognitive development of

the learners

1. Literacy, numeracy and mathematical skills

2. Attitudinal changes for the

education 3. Good citizenships

4. Healthy, long and standard

life 5. Proper use of the skills

Attainments of the learners

1. Formal completion of the

education 2. Success rate of education

3. Awarding of the diplomas,

degrees and certificates for the utilization of learned

what already

Management of educational

affairs:

1. Education system

management through out the country

2. Participation, progression,

commitments, transition and complementation

3. Policy formulation and

sharing of the states in the policy formulation

4. Engagement and use of

times for the governances

Standards achieved after

qualitative education

1. Achievement of the learning outcomes

2. Achievement of the

standards of the education 3. Overall progress of the

various sectors in country

4. Proper utilization of the capacities and capabilities

[ 5 ]

In the lives of the individuals most of the problems, especially,

occupational in nature are the result of misinterpretation of the involved

sentiments, feelings and emotions of the concenered individuals, group,

society and nation. A teacher has to face innumerable challenges and play

different roles in his/her institution. He/she not only plan lesson but also

organize activities, maintain necessary records, make to purchases,

administer timetable, oral and aural teaching aids, and adopt new

techniques communication and motivate them by word and deeds. Thus

teacher is expected to process a multifaceted personality, under these

circumstances, it is but natured the teacher will remain under stress which

is sure to affect their effectiveness while Teaching.

Now a days due to LPG life has becomes very rigorous and

everyone is feeling a lit of pressure due to which stress has evolved as a

problem in every field of life. Stress is abnormal reaction that the

organism displays against threaten environmental elements (Luthans

1994). Stress which is general term used for pressure that people are

exposed to in life (Jepson and Forrest, 2006) May be defined as the

individual harmony effort that the person display s against a stimulant

which has excessive psychological and physical pressure on the person &

griffin 1990. When a person feels insufficient in dealing with demands

and challenge faced in life, she /he experience stress. Being harmed by

this situation or taking advantage it mainly depends on the person

because stress may either be a factor threatening the organism physically

or psychologically or a power which gives energy in dealing with life

(belter 2002). Source of stress may be classified as individual and

organizational and outside of organization or it is possible to divides

them into two groups as individual and organizational components :

organizational tress which is also called professional stress is the

[ 6 ]

interaction between working conditions and the working person in

environments in which the work demand exceeds the skills of the worker.

The factors may be monotony, change of technology , excessive

workload, job security, ergonomic , management problems ,the hindrance

of the drive of success, personal ambitions, the lack of harmony between

person role and individual characteristics.

Occupational stress is stress involving work. Occupational stress

can occur when there is a discrepancy between the demands. The

environment/workplace and an individual‘s ability to carry out and

complete these demands.

There are total 5 categories associated with occupational stress—

1. Factors unique to the job.

2. Role in the organization.

3. Career development.

4. Organizational structure climate.

Figure : 2 Model of Stress

[ 7 ]

Figure : 3 The model of stress which underlies the design of the indicator

Above models of stress are describing various factors by which a

person feels stress and when there is a lot of pressure regarding work on

the person then stress is produced. One can cope it with the help of many

factors like biographical, social, home and relationships which leads to

the job satisfaction.

[ 8 ]

2. EMERGENCE AND JUSTIFIATION OF THE STUDY

To short out the problems related to stress and make effective

teaching to ensure perfect quality the teachers and administrators must

think about these two questions:

―Are we doing the right things?‖

―Are we doing things right.‖

In the field of teacher education there is a need to have a clear and

coherent idea of what are the ―right things‖ that we are doing, and

procedures for checking that we are ―doing things right?‖

In the last two decades, policymakers, teacher education

institutions had implemented numerous initiatives in teacher education

and development with aims to improve teacher performance. Although a

lot of efforts have been made in this aspect, people if not disappointed,

still doubt very much whether the competence and performance of

teachers can meet the challenges and needs in the new century. They

begin to aware of the limitations of traditional paradigm and efforts on

improving teacher performance and Educational Quality in institutions.

Within the constraints of time framework and resources, it is unrealistic

to expect teachers to be prepared totally effective in terms of performance

in the affective, cognitive and behavioral dimensions through pre-service

and in-service training. But from the new conception of teacher

effectiveness we can identify missing areas and linkages in our existing

framework.

Durlabhji and Fusilier (2004) states that customer empowerment in

education requires greater input from students as well as from business

community that will eventually employ them and this in term will

[ 9 ]

streamline education and eliminate any vestiges of the esoteric academic

"ivory tower" that exist in business school coursework.

Rutter et al. (2002) found that high self expectation, securing

financial support for research, insufficient development in the field,

inadequate salary, manuscript preparation, role overload, conflicting job

demands, slow progress on career advancement, frequent interruptions

and long meetings are the causes of stress among academic staff.

Larchick and Chance (2004) at a personal level, teaching related stress

can affect a teacher‘s health, well-being, and performance. Gilbert,

Victoria (2005) The study used focus groups method to explore the nature

of the relations between teacher efficacy and perceived autonomy in 4

types of urban middle schools-private, parochial, chartered public and

regular public. Qualitative data analysis used Strauss and Corbin‘s

method to analyze teachers groups discussions of factors that contribute

to their personal teaching efficacy paying special attention to perceived

autonomy. Michael et al. (2007) recommended that top leadership is the

key to any TQM programme and the driving force behind success and

failure. The TQM programme must be sold and not host to the

employees. Iven (2008) stated that government initiatives are being

pushed by a "narrow, employer-driven strategy". Policy makers do have

an obligation to set policy, establish standards and monitor performance.

Roffe (2009) consider that due to open competition students are

becoming more customers as well as consumers and expected to pay a

going share of the cost of education.

Shukla, S. (2002) attempted to study the personality as a factor of

teacher‘s effectiveness. Objective of this study, to find out the difference

in personality factor of effective or ineffective teachers from one

administrative type of school to another. 16 PF questionnaire by S.D.

[ 10 ]

Kapoor, teacher teacher effectiveness scale by Dr. Kumar and Mutha. 250

teachers were taken as sample personality factors of effective as

ineffective. The findings of study were teacher differ significantly from

one administrative type of school to another. Dutta, V. (2003) attempted

to study the teacher effectiveness and ascendance submission. The

purpose of the study was to find out relationship between teacher

effectiveness and ascendance submission difference that possibly exists in

teacher effectiveness and ascendance submission in males and females.

Data was collected from 300 B.Ed. trainees (150 males and 150 female)

of Lucknow city (U.P.). A self developed Teacher effectiveness scale and

an Ascendance submission Reaction scale for Hindi speaking population

(Dutta, 1982). The findings of study were that there is no correlation

between effectiveness and ascendance of male teachers. Sangeeta et al.

(2009) considers education system as a transformation process

comprising of Input, Process and Output. Kumar (2009) suggest four

principals of TQM in higher education (1) Supplier customer relationship,

(2) Continuous improvement and self evaluation, (3) Recognition of

organizations, (4) Leadership. Kumar et al. (2009) identified a list of

obstacles, barriers, reasons and pit falls that institutes reporting during

implementing TQM approach.

We do not know what future has but we can make our best efforts

to make it a precious gift for our upcoming generation and in the same

line of discussion this research work is an effort to achieve our

intellectual future.

In the present era of globalization the area of education has

increased on a large scale. By the involvement of different dimensions of

education with a bonding with technology, the educationalist are trying to

maintain TQM. To ensure TQM specially in higher education the teacher

[ 11 ]

and administrative personnel are feeling a lot of pressure, due to which

teaching of teachers is also affected. Researcher has tried by different

sources to know about the reality of high education institutes, and found

that commercialization of education has lead the establishment of

education institutes on a large scale, without consideration of TQM

norms. Most of the teacher education institutes are running by

businessman and capitalists, who have no knowledge of education field,

they are only moneymakers. On the name of appointments and

recognition a very rough game is in practice. There is no enough

infrastructure but they are getting every type of course there. It raises a

big question for there quality excellence. In august UGC has publically

published a list of fake universities which are running and providing

degree to the students, most of them are in U.P. the example of

accreditation on the same building by changing the name plate only have

also seen in the recent years. That is why researcher thought that are these

institutions providing quality education to the students? Are they

fulfilling the norms of N.C.T.E. and NAAC. Are the teachers of these

institutions are doing their teaching in a effective manner with full

devotion in the availability of limited resources and money? It is also

seen that when the result is declared in the institutions the students get a

very good percent of marks in practical comparison to that of theory

papers. So possibility of using unfair means cannot be discarded.

Proposals of money to the examiners or threat to the students are also in

use. Owners want a maximum profit in minimum investment so the

teachers also feel extra stress over them.

Thinking over all these thoughts the idea came in the researcher‘s

mind to do a work on this particular problem related with TQM.

[ 12 ]

Researcher want to investigate such facts which are a hindrance in

establishing TQM.

3. STATEMENT OF THE PROBLEM

The present study has been entitled as A STUDY OF TEACHER

EFFECTIVENESS, OCCUPATIONAL STRESS, IN RELATION TO

TOTAL QUALITY MANAGEMENT.

4. DEFINITIONS OF THE TERMS USED IN THE TITLE

4.1 Teacher Effectiveness

Ryan (1969) "Teacher effectiveness is the capacity of a teacher to

bring about a great change in his/her students. An effective teacher may

be understood as one who helps development of basic skills,

understanding, proper work habits, desirable attitude, value judgment and

adequate personal adjustment of the students."

4.2 Occupational Stress

Physical or psychological disorder associated with an occupational

environment and manifested in symptoms such as extreme anxiety, or

tension, or cramps, headaches or digestion problems.

4.3 Total quality management

Deming (1986) Quality as ―A predictable degree of uniformity and

dependability at low cost and suited to the market.‖

The process of integration of all activities, functions and processes

within an organization in order to achieve continuous improvement in

cost, quality, function and delivery goods and services for customer

satisfaction.

[ 13 ]

5. OPERATIONAL DEFINITIONS OF THE TERMS USED IN

THE TITLE

5.1 Teacher effectiveness

For the present study, the teacher effectiveness has been

operationally defined as an effective teacher who has clear concept of the

subject matter , ability to write clear objectives for his/her course , ability

to organize learning materials ,ability to communicate his/her knowledge

to the students successfully ,and to deal with class room situations

5.2 Occupational Stress

For the present study Occupational Stress has been defined as the

pressure and workload experienced by the teaching and administrative

staff of teacher education institutes.

5.3 Total Quality Management

For the present study TQM has been defined as the application of

quality principles to overall process and all the management functions in

order to ensure total customer satisfaction.

6. OBJECTIVES

The present study is limited to achieve the following objectives:

1. To study the teacher effectiveness in relation to sex.

2. To study the occupational stress in relation to sex.

3. To study the Total Quality Management in teacher education

institutes.

4. To study the relationship between teacher effectiveness and Total

Quality Management.

[ 14 ]

5. To study the relationship between occupational stress and Total

Quality Management.

6. To study the relationship between teacher effectiveness and

occupational stress.

7. To study the relationship among teacher effectiveness,

occupational stress and Total Quality Management in teacher

education institutes.

7. HYPOTHESES

The following hypotheses are proposed to achieve the set

objectives:

1. There is no significant difference between male and female

teachers on the scores of teacher effectiveness.

2. There is no significant difference between male and female

teachers on the scores of occupational stress.

3. There is no significant difference among male and female teachers

in the level of perception regarding Total Quality Management

4. There is no significant difference in teacher effectiveness and

occupational stress between teachers.

5. There is no interaction between teacher effectiveness and

occupational stress in relation to Total Quality Management in

teacher education institutes.

8. DELIMITATION OF THE STUDY

1. The present study will be delimited up to the Agra and Firozabad

district only.

[ 15 ]

2. Teacher education institutes affiliated to Dr.B.R.A. University,

Agra and recognized by N.C.T.E. only taken into account for the

study.

3. Teacher education institutes having at least B.Ed course will be

taken in this study.

9. VARIABLES OF THE STUDY

9.1 Dependent Variables-

Teacher effectiveness

Occupational stress

9.2 Independent Variables-

Total Quality Management.

10. METHODOLOGY

10.1 Sample Design

Sample Unit Teacher Educators, Pupil Teachers, Parents,

Administrating and Supporting Staff.

Sample Size 1. Teacher Education Institutes : 20

2. Teacher Educators : 160 (20 x 8)

3. Pupil Teachers : 600 (20 x 30)

4. Parents : 200 (20 x 10)

5. Administrating and Supporting Staff. : 60 (20 x 3)

Sample

Method

Stratified Random Sampling.

Sample

Extent

Agra and Firozabad districts.

[ 16 ]

10.2 Tools of the Study

The following tools will be used for conducting the present study:

1. Teacher Effectiveness Scale [TES] by Dr. Pramod Kumar and Dr.

D.N. Mutha (1983).

2. Occupational stress index [OSI] by Dr. A.K. Srivastava and Dr.

A.P. Singh (1989).

3. Total Quality Management questionnaire for the teacher education

institutes –self construct.

11. METHOD OF THE STUDY

Descriptive survey method will be used in the present study.

12. STATISTICAL TECHNIQUES EMPLOYED

The following statistical techniques will be employed to test the

hypotheses of the study:

Descriptive statistics (Mean, Standard Deviation) and inferential

statistics (‗t‘ test) and graphical representation of data will be used to

understand the nature of the data.

13. IMPORTANCE OF THE STUDY

Defining quality in education is a massive challenge since it deals

with the most sensitive creation on earth –the human being. Industrial

products are finished goods- take them or leave them. Nothing can be

done once they are finished. Service is here and now. You can look for

better quality only next time. Education has no such finished product, nor

even the graduates. They are on the way ―to be‖. Education only charges

the human propensities to evolve and unfold it till the last breath, a

process that covers the human journey from ‗womb to tomb‘. Human

[ 17 ]

beings continue to learn, and evolve , ‗to be‘ (Mukhopadhyay

2006).Education is goal-oriented.

Accordingly, quality of education has been seen with reference to

excellence in education, value addition in education (Feigenbaum 1983),

fitness of educational outcome and experience for use (Juran and Gryna

1988), conformance of education output to planed goals, specifications

and requirements (Crosby 1979), defect avoidance in education process

(Crosby 1979) and meeting or exceeding customer‘s expectation of

education (Parasuraman et al. 1985). Holt (2000) argues, ‗I shall suppose

that education is concerned with the development that of minds of the

pupils; school produce educated persons who, by virtue of their

schooling, to be construe? Commitment to quality makes student proud to

learn and work hardly for improvement. Quality improvement is a never

ending process. Education quality leads to a prospective future. Hence,

insight on quality indices and virtual implementation need to be given top

priority and due attention should be paid to the category in the wide range

of educational strata e.g. school, university, educational management, and

the staff.

If all educational bodies try to maintain their quality, in this

process there is a possibility that the people working there has to do some

extra work. In this context it is an important question of research that how

can they work effectively?

Teaching is a complex professional activity whose effectiveness

can be helped or hindered by a host of factors, including physical

environment, policies on the curriculum and pupil assessment, quality

assurance and accountability systems, institutional leadership. Today a

teacher is seen as a facilitator allowing for idea generation. By animating,

leading and counseling, the teacher is a mentor. Guiding, evaluating and

[ 18 ]

collaborating puts the teacher in the role of an information provider. The

role of teacher is as a researcher and a learning resource developer cannot

be undermined in this age. As a curriculum planner and organizer, a

teacher plays an active role in the actualizing of the curriculum. These

roles are closely related to one another.

To perform these role in effective manner a teacher may feel lot of

extra workload load or stress. Specially, when there is a question of

excellence of quality. Therefore the present study will be useful to

understand and find out the factors influencing teacher effectiveness and

stress. The findings of the study will be helpful for policy makers and

administrators to create a healthy environment in organizations. This

study will show the perceptions of the teacher educators, pupil teachers,

parents, administrative and supporting staff towards the TQM, which will

help to improve the quality of these teacher education institutes. TQM is

the need of today‘s era and this study will definitely give remarkable

findings which will be proved greatly useful for teacher education

institutions. This study will also useful for NCTE, for the following

reasons, in this study, in the form of institutional data the standards

established by the NCTE will be tested. Either teacher education

institutions are following these standards or not will be answered by this

study. This study is directly related to establishing quality in teacher

education institutes which is the aim of NCTE.

[ 19 ]

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